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1 462 kr
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In a series of 14 chapters, this book brings together contemporary research findings on the involvement of word-internal structure for the purpose of word reading (especially morphological structure). Contributors include many leading experts in this research domain. The central theme of the book is approached from several angles, such that the chapters span a wide variety of topics where this issue is important. The experiments reported in the book involve: different populations; different languages; different processing levels where morphology may play a role; and different variables which may determine morphological effects. Given this scope, the book offers a state-of-the-art platform in psycholinguistic research on the topic.
876 kr
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"Dyslexia: Different Brain, Different Behavior" is intended for anyone with an interest in how processing deficits of the developing human brain may contribute to failures in reading and spelling. Readers will learn about how different brain activity measures may help to understand the complexity of language specific and domain general functions underlying reading, how atypical brain structures may be responsible for failures in the reading performance, and how the brain activity pattern of dyslexics may change from childhood to adulthood. "Dyslexia: Different Brain, Different Behavior" is a valuable resource for researchers, graduate students, educators and other professionals in the fields of psycholinguistics, speech pathology, neuropsychology, cognitive development, educational psychology, school psychology, developmental psychology, child development and language acquisition.
Cross-Linguistic Study of Acquired Reading Disorders
Implications for Reading Models, Disorders, Acquisition, and Teaching
Inbunden, Engelska, 2003
977 kr
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The acquisition ofreading, the teaching ofreading and the difficulties encountered have been ofsubstantial interest to a wide mnge ofresearchers and practitioners for centuries. Given the increasing centrality ofliteracy in modern life they are now of even greater interest to an ever widening base ofprofessionals. The study of the acquired reading disorders, though in existence for over a century, received enormous impetus with the publication of a seminal paper by Marshall and Newcombe in 1966, leading to neuropsychological model building of reading. Over the last 30 years, within the single case study design there has been extensive and exceedingly fme-gmined research on individuals with acquired disorders ofreading, in an attempt to establish the validity ofthese models ofreading and the human brain. In addition these models have had considerable influence on models of the acquisition ofreading in children and their concomitant difficulties. Much ofthis research has been in readers ofthe alphabetic scripts, particularly the opaque English script. During the last decade or so there has been increasing evidence, particularly in research on reading acquisition, that what is true ofalphabetic scripts like English may not be universally true of all of the scripts of the world. This has led to considerable research into the process of learning to read and write and on the factors affecting reading, which are the touchstone ofthe models, within broader cross-linguistic and cross-cultural perspectives.
Students with Both Gifts and Learning Disabilities
Identification, Assessment, and Outcomes
Inbunden, Engelska, 2004
1 032 kr
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While the past 25 years have seen a growing interest in students with both gifts and learning disabilities, the published material has focused predominantly on students who have only one area of gifts -- high IQ. Students with Both Gifts and Learning Disabilities tries to provide the reader with a broader conceptualization of the gifted/LD learner to include students who have gifts in other domains and who would benefit from being identified and having their talents nurtured. This volume aims to: Provide information for elementary, secondary, and college educators including pre-service teachers, special and regular education teachers, gifted coordinators, college resource centers, and educational administrators who are looking to develop a better understanding of students with unusual learning profiles; Provide resources for both education and psychology researchers to enlighten the state of research in this area and to provide the impetus for future work; Provide information for families, including parents and students who have differential learning profiles and who are looking for a greater understanding of what this means to them.Students with Both Gifts and Learning Disabilities provides ideas for educators, parents, and students, and stimulates more questions to be answered by researchers.
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Although anecdotal reports of loss of once-acquired reading ability was noticed in the individuals who had sustained brain damage as early as the year AD. 30, systematic enquires of alexia were not undertaken until the latter part of the nineteenth century. The two anatomo-pathological studies carried out by Dejerine in 1891 and 1892 mark the beginning of scholarly investigation of reading failure. Interestingly, the study of de velopmental reading disability also began to receive attention at about the same time when Pringle Morgan described the case of a 14-year-old boy who had great difficulty in reading and writing. Since then sporadic reports of developmental reading-writing failure began to appear in medi cal and educational journals even though such investigation went on at an unhurried pace. In the past two decades, however, the situation has changed enormously and hundreds of articles that have investigated developmental and acquired cognitive disabilities have been published. Disorders of spoken language and written language are two areas that have been extensively addressed by these articles. Those who study disorders of language come from a wide variety of backgrounds and their reports are also published in a variety of journals. The purpose of the present volume is to bring some important research findings of written language disorders together and present them in a coherent format. In Chapter 1, Joshi and Aaron challenge the validity of the notion of the putative "poor speller but good reader'.
1 637 kr
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" ['etat pathologique ne differe point radicalement de ['etat physiologique, a ['egard duquel if ne suarait constituer, sous un aspect quelconque, qu'un simple prolongement plus ou moins etendu des limites de variation, soit superieures, soit in/erieures, propres a chaque phenomene de ['organisme normal, sans pouvoir jamais produire de phenomenes vraiment nouveaux, qui n'auraient point, a un certain degre, leurs analogues purement physiologiques. Par une suite necessaire de ce principe, la notion exacte et rationnelle de ['etat physiologique doit donc /ournir, sans doute, l'indespensable point de depart de toute saine theorie pathologique,* mais if en resulte, d'une maniere non moins evidente, que, reciproquement, ['exam en scienti/ique des phenomenes pathologiques est eminemment propre a per/ectionner les etudes uniquement relatives a ['etat normal. Un tel mode d'experimentation, quoique indirect. est, en general, mieux adapte qu'aucun autre a la vraie nature des phenomenes biologiques. " (Comte, 1838; pg 696). The principle that an unde. rstanding of physiology can be based on the analysis of pathological states, and that, vice versa, an understanding of pathology cannot proceed without a clear formulation of the structure on normal physiological states formed the basis for the development of experimental medicine in France in the first half of the 19th century, and for the development of neuropsychology in the second half of the 19th century.
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This book brings together in one place an account of recent advances in our understanding of the biology of dyslexia. It grew out of a Rodin Remediation Foundation international conference held on this topic in Boulder, Colorado in 1990, which included most of the world's experts on the genetics and neurology of dyslexia. Building on recent advances in the understanding of the cognitive phenotype of dyslexia, the authors present new data on both the aetiology and brain mechanisms underlying that phenotype. Reading disability or dyslexia has a high familial recurrence rate, and is partly heritable. Genetic linkage studies are beginning to identify the possible locations of genes influencing this phenotype. On the neurological side, several independent studies have found neuroanatomical differences in the dyslexic brain, which are due to early changes in brain development. Thus, contrary to the views held by some educators that dyslexia is a myth, the results presented in this book establish dyslexia as a real, biological condition. This book should be relevant to researchers and practitioners concerned with both normal and abnormal reading development.
Elective Mutism: A Handbook for Educators, Counsellors and Health Care Professionals
Inbunden, Engelska, 1993
519 kr
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Elective mutism is discussed within the context of silence and gender differences in communication. The elective mutism literature focuses on the characteristics of specific patients but little has been done in systematic theory building. Hadley addresses this issue and argues for a multidimensional theory of elective mutism. The book has five major purposes: (1) to provide a background for the problem of elective mutism by identifying the characteristics of healthy users of silence; (2) to provide a compendium of practical approaches for assessing and treating elective mutism; (3) to suggest etiological models of elective mutism based on the evaluation and synthesis of case study data; (4) to identify recurring themes and major issues in the published literature; and (5) to identify research questions related to the assessment and treatment of elective mutism. The book includes an assessment instrument for monitoring and recording information about the behaviour of silence users. It can also be used to monitor and record progress during treatment.Topics covered include characteristics of elective mutism, psychosocial factors of silence and communication, psychosocial characteristics of electively mute persons, theories of elective mutism, legal aspects of the silence user role, direct observation of behaviour, why-questions beyond direct observation, assessment of electively mute behaviour, and unsystematic informal treatments. The treatment section is extensive and includes behavioural interventions such as positive self-modelling and expressive therapies such as play therapy, phototherapy and art therapy. This text has been written for applied researchers and practitioners in the disciplines of school psychology, speech-language pathology, special education, expressive therapy, family therapy, psychiatry, clinical psychology, paediatric medicine and social work.
Writing Systems and Cognition
Perspectives from Psychology, Physiology, Linguistics, and Semiotics
Inbunden, Engelska, 1993
2 057 kr
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In this collection the deeper cognitive aspects of writing systems are added to the perceptual and physiological dimensions and brought into a coherent whole. The result is a multi-faceted understanding of alphabets and other scripts in which none of the major factors that shape those systems, and thus distinctively reveal attributes of the human mind, are slighted. The systems through which language is realized on the page are compared in nature and complexity with those through which language is realized as sound, and are seen in their true perspective. Long the object of intensive inquiry, the process of change in phonological systems is now joined to the evolution of graphological systems, and light is cast on the nature of the relevant human cognitive processes in their diversity and underlying unity. The authors are drawn from Europe, Asia, and North and South America.
Scripts and Literacy
Reading and Learning to Read Alphabets, Syllabaries and Characters
Inbunden, Engelska, 1995
876 kr
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Literacy is a concern of all nations of the world, whether they be classified as developed or undeveloped. A person must be able to read and write in order to function adequately in society, and reading and writing require a script. But what kinds of scripts are in use today, and how do they influence the acquisition, use and spread of literacy? "Scripts and Literacy" systematically explores how the nature of a script affects how it is read and how one learns to read and write it. It reveals the similarities underlying the world's scripts and the features that distinguish how they are read. Scholars from different parts of the world describe several different scripts, e.g. Japanese, Chinese, Korean, Indian Amerindian -- and how they are learned. Research data and theories are presented. This book should be of primary interest to educators and researchers in reading and writing around the world.
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This volume is the first of a two-part series dealing with the theoretical, definitional, methodological and developmental issues involved in investigating the role of orthography in reading and writing. Although research on orthography has a long history in experimental psychology and neuropsychology, it was relatively neglected during the past decade when researchers turned their attention to phonological processes in literacy. However, interest in orthography is re-emerging as the research reported in this series demonstrates. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared and independent behavioural indices of orthographic and phonological processes and emphasize the similarities and differences of orthographies across languages. Volume I proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research. It should be suitable for basic and applied researchers and graduate students in cognitive and developmental psychology, neuropsychology, linguistics and educators.
2 938 kr
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This volume is the first of a two-part series dealing with the theoretical, definitional, methodological and developmental issues involved in investigating the role of orthography in reading and writing. Although research on orthography has a long history in experimental psychology and neuropsychology, it was relatively neglected during the past decade when researchers turned their attention to phonological processes in literacy. However, interest in orthography is re-emerging as the research reported in this series demonstrates. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared and independent behavioural indices of orthographic and phonological processes and emphasize the similarities and differences of orthographies across languages. Volume I proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research. It is suitable for basic and applied researchers and graduate students in cognitive and developmental psychology, neuropsychology, linguistics and educators.
Dyslexia and Hyperlexia
Diagnosis and Management of Developmental Reading Disabilities
Häftad, Engelska, 1994
2 057 kr
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This text summarizes and integrates the literature on the theoretical, empirical, and applied aspects of reading disabilities. It is intended for reading researchers, practising school psychologists, and reading specialists. The book stresses the view that there are three major kinds of reading disabilities - developmental dyslexia, hyperlexia and non-specific reading disability - and that treatment should be targeted at the poorly functioning reading component that is responsible for the particular form of reading disability. A new, ecologically valid approach to the diagnosis of reading disabilities is described and recommendations for remediation and management of the different kinds of reading disabilities are presented. The diagnostic and treatment methods described are substantiated with available research data. The book examines these reading disorders from the perspective of a unified, comprehensive model of reading. The book aims to be readily understandable and can be adapted quite readily for advanced undergraduate and graduate classes.
Developmental and Acquired Dyslexia
Neuropsychological and Neurolinguistic Perspectives
Inbunden, Engelska, 1994
1 637 kr
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It was during a pleasant and warm (both literally and figuratively) two- week period in October, 1991 that a number of researchers, scholars and c1inicians from diverse lands gathered at the beautiful Chateau de Bonas, near Toulouse, France to discuss psychological, neuropsychological and neurolinguistic aspects of reading and writing disorders. The occasion for the serious disputations of theories, research findings and c1inical appli- cations was the Advanced Study Institute (ASI) under the auspices of the Scientific Affairs Division of the North Atlantic Treaty Organization (NATO). There was much sharing of mutual experiences, and considerable debate on some issues. There were also friendly exchanges, 'international' ping-pong, tennis matches, and bicyc1e races, and even some convivial- ity akin to that of a c1ass reunion with members telling their stories of yesterday and visions of tomorrow. All these serious scientific disputations and the friendly exchanges would not have been possible without the major assistance from NATO and other institutions and individuals. We wish to express our deep appre- ciation to Dr. L. v. da Cunha ofNATO Scientific Affairs Division, Dr.Tilo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology (ITST) for their active support and substantial assistance throughout the Advanced Study Institute; Mr. Charles Stockman and his staff of the Chateau de Bonas for looking after our stay there; Christi Martin and Xi-Wu Feng of Oklahoma State University, and the University of Saskatchewan generally for facilitating our work.
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A critical review of literature on written expression disorders of individuals with learning disabilities. The purpose of the study is to shed light on issues concerning definition, assessment and interaction for individuals with writing disorders. The integrated model of written expression offered draws on the work of cognitive psychology, neurolinguistics and sociolinguistics. The model illustrates the interrelationship between cognitive and affective processing networks that influence the selection and use of linguistics and information structures in producing a written text.
Varieties of Orthographic Knowledge
II: Relationships to Phonology, Reading, and Writing
Inbunden, Engelska, 1995
1 637 kr
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This volume is the second of a two-part set dealing with the theoretical, definitional, methodological and developmental issues involved in investigating the role of orthography in reading and writing. Taken together, the two volumes report evidence for shared and independent genetic pathways, shared and independent electrophysiological brain activity, and shared/independent behavioural indices of orthographic and phonological processes as well as emphasize the similarities/differences of orthographies across languages. Volume II proposes a theoretical framework based on the multiple dimensions of orthographic knowledge for guiding future research on the relationship of orthography to phonology, reading, and writing.
2 180 kr
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The impetus for the present volume was provided by a European conference held at St. Martens Latem (Belgium) in September 1994 and sponsered by the Directorate General XII (Science, Research and Development) of the European Commission. Preparation of the volume was also financially supported by the Direc- torate General. The editor, the contributors and all the participants in the conference are grateful to the European Commission for the generous help received. vii CONTRIBUTORS Hennann ACKERMANN, Department of Neurology, University of Ttibingen, 3 Hoppe- Seyler-StraBe, 72076 Tiibingen (Gennany). Henny BIJLEVELD, Philologie Germanique, Faculte de Philosophie et Lettres, Universite Libre de Bruxelles, 50 avo F. Roosevelt, 1050 Brussels (Belgium). Veronique CAPPAERT, University Hospital Ghent, 2PI Centrum voor Gehoor- en Spraakrevalidatie, 185 De Pintelaan, 9000 Gent (Belgium). Patrick COPPENS, Speech-Language-Hearing Sciences, Moorhead State University, Moorhead, MN 56563 (USA). Jeanine DELEVAL, Department of Neurology, University Hospital 'Erasme', 808 Route de Lennik, 1070 Brussels (Belgium).Christine EECKHAUT, University Hospital Ghent, 2PI Centrum voor Gehoor- en Spraakrevalidatie, 185 De Pintelaan, 9000 Gent (Belgium). Ingo HERTRICH, Department of Neurology, University of Ttibingen, 3 Hoppe-Seyler- StraBe, 72076 Ttibingen (Gennany). Margaret LEAHY, Clinical Speech and Language Studies, Trinity College, Dublin 2 (Ire- land). Yvan LEBRUN, Neurolinguistics Department, School of Medicine VUB, 103 Laar- beeklaan, 1090 Brussels (Belgium). Nadine MOREAU, Laboratoire de Neuropsycholinguistique Jacques Lordat, Departement des Sciences du Langage, Universite de Toulouse-Le Mirail, 5 allee A. Machado, 31058 Toulouse Cedex (France).
1 545 kr
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This text is a review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders. Severe and specific impairments in these functions do exist and appear to follow a developmental course. How to identify children presenting such problems and how to operationalize the disorders has long challenged professionals. This text grew from an international symposium held in the Netherlands, but all chapters have been specially prepared for the publication.
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The main aim of this book is to find out the similarities and differences in processing the morphosyllabic Chinese and Japanese syllabary as compared with alphabetic language systems. Topics under the processing of Chinese include: the use of phonological codes in visual identification of Chinese words, the constraint on such phonological activation, recognition of Chinese homophones, Chinese sentence comprehension and children's errors in writing Chinese characters. Topics under the processing of Japanese include: the automatic recognition of kanji within an interactive-activation framework, On-reading and Kun-reading of kanji characters, processing differences between hiragana and kanji, the effect of polysemy on katakana script, and the writing behaviour of Japanese and non-Japanese speakers.
Del 17 - Neuropsychology and Cognition
Learning to Read: An Integrated View from Research and Practice
Inbunden, Engelska, 1999
2 057 kr
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Literacy research has continued to develop at a rapid pace in these last 5 years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a new analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.
1 545 kr
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This volume integrates research in the field of literacy problems and interventions into a single academic reference. It examines the course of literacy development with contemporary theoretical accounts in acquisitional processes linked with learning to read. The text also focuses on the causes of literacy problems. Different neuropsychological and psycholinguistic approaches are proposed to explain the occurrence of literacy problems. The benefits of training in metalinguistic awareness are discussed while the final part concentrates on interventions at the word level and beyond.
Del 16 - Neuropsychology and Cognition
Dyslexia: Advances in Theory and Practice
Inbunden, Engelska, 1999
1 094 kr
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A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences. The volume provides researchers, graduate students, educators and other professionals with up-dated and practical useful knowledge of and insights into the latest theories and findings of the nature and causes of reading disability from 1999. Rational guidelines for assessment, prevention and intervention are also provided, based on such concepts as phonological and orthographical processing, automaticity and metacognition. Several chapters are written without technical terminology, yet with scientific rigour, and should be readable by a wide audience.
Del 17 - Neuropsychology and Cognition
Learning to Read: An Integrated View from Research and Practice
Häftad, Engelska, 1999
2 057 kr
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Literacy research has continued to develop at a rapid pace in these last 5 years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a new analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.
1 094 kr
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This text gathers together a vast amount of research on the causes and remediation of dyslexia, and presents a cognitive model of the normal reading process and a process-analytic diagnostic model. Much of this material appears in English for the first time. Torleiv Hoien is a professor and the Director of the Norwegian Dyslexia Foundation.
1 032 kr
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This volume discusses metacognition in both teaching and the more well-established area of learning. The 12 chapters contribute to our understanding of the construct of metacognition and to its role in both teaching and learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. It is organized into four major sections which address metacognition in relation to students' learning, motivation, and culture; and to teachers' metacognition about instruction. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university. Dr. Robert J. Sternberg, IBM Professor of Psychology at Yale University, is the discussant.
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The present book contains selected contributions from the international conference "Basic Mechanisms of Language and Language Disorders". This conference was held in Leipzig in September 1999, and was organized by the Department of Psychology at the University of Leipzig in collaboration with the Max-Planck Institute of Cognitive Neuroscience, and the Max-Planck-Institute for Evolutionary Anthropology. It was held to commemorate the 120th anniversary of the foundation of the world's first institute of experimental psychology by Wilhelm Wundt in Leipzig. This edition examines new results from different fields of psychology and neuro psychology of language, reading, and reading disability. The presented book focuses on the following main topics: • BASIC FUNCTIONS OF LANGUAGE ACQUISITION AND LANGUAGE COMPREHENSION • BASIC FUNCTIONS OF READING • BASIC FUNCTIONS OF READING DISABILITY The title "Basic Functions of Language, Reading and Reading disability" expresses the interdisciplinary character of the book. It aims not only at bringing together different theoretical approaches, but also at connecting these approaches with applied work. Since it is necessary to understand basic functions of language and reading in order to understand reading disability, the present book strives to foster a scientific exchange, and to promote the emergence of synergy effects between the different fields.
Del 21 - Neuropsychology and Cognition
Experimental Methods in Neuropsychology
Inbunden, Engelska, 2002
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The last decade of the 20th century saw an enormous growth of knowledge regarding the brain and cognitive levels of explanation. However, the "cognitive neuroscience revolution" has to a large extent been invisible in neuropsychology, where many tests are still in use that are based on knowledge of the brain and cognition from the 1950s and 1960s. The present volume thus aims at presenting a selection of up-to-date methods and techniques that may have value for clinical neuropsychology. There is an increasing interest among clinical neuropsychologists regarding new developments in cognitive neuroscience and experimental psychology. This book presents an updated view of methodological developments in experimental psychology and clinical neuroscience.
1 545 kr
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In a series of fourteen chapters this book brings together current research findings on the involvement of word-internal structure for the purpose of word reading (especially morphological structure). Contributors include many leading experts in this research domain. The central theme of reading complex words is approached from several angles, such that the chapters span a wide variety of topics where this issue is important. The experiments reported in the book involve: - different populations : children, expert readers, illiterates; - different languages: Chinese, Dutch, English, French, Hebrew, Italian, Turkish, Serbian; - different processing levels where morphology may play a role: sublexical, supralexical; - different variables which may determine morphological effects: morphological type, semantic transparency, branching relations among morphemes. Given this scope, the book offers a good state of the art platform in current psycholinguistic research on the topic. Reading Complex Words: Cross-Language Studies is a valuable resource for all researchers studying the mental lexicon and to those who teach advanced courses in the psychology of language.
Del 24 - Neuropsychology and Cognition
Cross-Linguistic Study of Acquired Reading Disorders
Implications for Reading Models, Disorders, Acquisition, and Teaching
Häftad, Engelska, 2012
1 032 kr
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The acquisition ofreading, the teaching ofreading and the difficulties encountered have been ofsubstantial interest to a wide mnge ofresearchers and practitioners for centuries. Given the increasing centrality ofliteracy in modern life they are now of even greater interest to an ever widening base ofprofessionals. The study of the acquired reading disorders, though in existence for over a century, received enormous impetus with the publication of a seminal paper by Marshall and Newcombe in 1966, leading to neuropsychological model building of reading. Over the last 30 years, within the single case study design there has been extensive and exceedingly fme-gmined research on individuals with acquired disorders ofreading, in an attempt to establish the validity ofthese models ofreading and the human brain. In addition these models have had considerable influence on models of the acquisition ofreading in children and their concomitant difficulties. Much ofthis research has been in readers ofthe alphabetic scripts, particularly the opaque English script. During the last decade or so there has been increasing evidence, particularly in research on reading acquisition, that what is true ofalphabetic scripts like English may not be universally true of all of the scripts of the world. This has led to considerable research into the process of learning to read and write and on the factors affecting reading, which are the touchstone ofthe models, within broader cross-linguistic and cross-cultural perspectives.
Students with Both Gifts and Learning Disabilities
Identification, Assessment, and Outcomes
Häftad, Engelska, 2012
1 032 kr
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We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.